A few months ago, I asked teachers to share their feelings in an on-line poll. I received 172 responses from teachers, mostly from Canada, with a few from the US, and one solitary soul from South America.
They weren’t shy about sharing their feelings about the stress that teachers are under in today’s world. It was obvious to me that they all shared the common goal of wanting to give the very best they could to the children in their classrooms.
I have shared with you the numbers and the stats, but more importantly, I have shared many of the comments I received. Some of them were heart-warming, while others were heart-breaking.
Not every comment appears here but I tried to include examples from teachers of different grades, from different areas, with varying degrees of experience.
1. What grade level do you teach? (169 answers, 3 skips)
Early Elementary (K-3): 56 – 33%
Late Elementary (4-6): 30 – 18%
Junior High (7-9): 38 – 22%
High school (10-12): 31 – 18%
Other: 13 – 8% (includes: resource, learning centre, administration, combined class, substitute, music)
College/University: 1 – 1%
2. Where do you teach? (171 answers, 1 skip)
Canada: 156 – 95%
United States: 7 – 4%
South America: 1 – 1%
3. How many years have you been teaching? (147 answers, 25 skips)
10 – 15 years: 53 – 36%
5-10 years: 45 – 31%
15-20 years: 25 – 17%
20+ years:18 – 12%
3-5 years: 5 – 3%
0-2 years:1 – 1%
Teachers were asked rank the following items in order from 1 – 7 in terms of their greatest source of stress.
|Inclusion/Differentiation||31 (18.0%)||43 (25.0%)||38 (22.1%)||40 (23.3%)||11 (6.4%)||2 (1.2%)||3 (1.7%)|
|Negative Public Opinion||27 (15.7%)||29 (16.9%)||29 (16.9%)||32 (18.6%)||39 (22.7%)||8 (4.7%)||1 (0.6%)|
|Classroom Size||27 (15.7%)||37 (21.5%)||28 (16.3%)||25 (14.5%)||41 (23.8%)||10 (5.8%)||3 (1.7%)|
|Administration/Employer||35 (20.3%)||19 (11.0%)||25 (14.5%)||34 (19.8%)||36 (20.9%)||16 (9.3%)||—|
|Personal/Family/Work Balance||33 (19.2%)||29 (16.9%)||24 (14.0%)||29 (16.9%)||22 (12.8%)||16 (9.3%)||15 (8.7%)|
|Other||6 (3.5%)||13 (7.6%)||11 (6.4%)||5 (2.9%)||11 (6.4%)||87 (50.6%)||29 (16.9%)|
|I don’t feel stressed||13 (7.6%)||2 (1.2%)||17 (9.9%)||7 (4.1%)||7 (4.1%)||24 (14.0%)||97 (56.4%)|
(Results tabulated by Polldaddy.com)
5. Please elaborate on your response to the previous question. If you wrote in an answer different from those listed, please explain. (79 answers, 93 skips)
Inclusion happened and things were fine until all the supports were quietly removed, one by one. Educational Program Assistants were cut so deep that now they are reserved almost exclusively for “fight” or “flight” children. Learning centre teachers have become coordinators of EPAs and rarely work with students in-depth. Resource teachers are so overloaded that they are seeing more kids, less often. We need more in-classroom supports. (Canada, Early Elementary, 10-15 years)
It is simply impossible to meet the needs of every child in your class. We have children with special needs, children who are on individual program plans, behaviour problems, children with anxiety, along with the “regular” children. (South America, Early Elementary)
With less money going to pay for supports in the classroom, it is difficult to differentiate learning. For example, if you have a student who has Autism (all day) but only have an Educational Assistant for 30 min/day. (Canada, Early Elementary, 10-15 years)
Differentiation is nearly impossible in an everyday classroom. (Canada, Junior High, 10-15 years)
I have 28 students in Grade 5. They range from globally delayed (working at the grade 1 level) to autistic (prone to screaming fits daily) to gifted. Planning takes about 4 hours per day to ensure all lessons have been differentiated. (Canada, Late Elementary, 15-20 years)
With so little prep time, how am I supposed to look after/prepare/plan/respect all the individualised plan for all the students that have one? (Canada, Junior High)
Class sizes are too large and there is such a diverse group of learners that it feels impossible to meet the needs of all students on a daily basis. Children with special needs and leaning challenges suffer because of the large class sizes. (Canada, Early Elementary, 10-15 years)
Every time we turn around, something negative is being discussed in the news and it is never accurate. The media presents it with a biased bent and the so-called experts are not experts. The union does not reply. (Canada, Late Elementary)
I find it demoralizing to hear all the negative opinions on teachers, snow days, summer vacation, etc. I feel like the public forgets that teachers also have families who count on us. Sometimes I feel like they expect my family to come second to their wants and desires for their children. (Canada, Junior High, 5-10 years)
There’s been a great deal of teacher-bashing due to a recent education report and several snow days. (Canada, High School, 15-20 years)
People speak so badly of teachers and disrespect the job we do. They feel it is babysitting and so easy anyone could do it. People also say we are just in it for the holidays. Teachers need to get the respect they deserve! (Canada, Late Elementary, 5-10)
Too many students per class and too many with too many needs. Also, students are not held accountable and everybody passes. (Canada, Junior High, 20+ years)
I have 27 first graders in my class. I’m expected to differentiate and meet each of their needs. It’s hard. Too many kids, too many expectations that aren’t necessarily developmentally appropriate, and just one me. (USA, Early Elementary, 10-15 years)
My cap is 35 and I hit it yearly. (Canada, High School, 5-10 years)
We have to differentiate and at the same time control what is going on with 30 or more kids in the classroom. Kids are not the same as the where a long time ago. We teachers are supposed to be entertainers and if the kids are not having fun it is ok for them not to participate. (Canada, Junior High, 15-20 years)
If I were to try to capture the essence of the problems in education right now, I would say that having a government (hence my identification of employer) that feels it must respond to every social problem by downloading it to already over-worked teachers, who are then held accountable for the fact that the problems persist. Instead of expecting parents to parent, such as making good choices for their children instead of allowing kids to run the show, teachers have become the scapegoats. (Canada, Late Elementary, 10-15 years)
I am always watching over my shoulder as I am unsure of my administration. Admin is always right and our voice is not welcome, especially if we don’t agree. If we don’t agree, we are shut out. We have no voice! Just last week I said to my peers, why don’t they ask us what is working/not working in the classroom with new curriculums? (Canada, Early Elementary, 20+ years)
My main source of stress right is now is cell phones in the classroom. My administration believes that students should be allowed to have their cell phones with them at all times. This means I am constantly policing proper use. In middle school, this does not come naturally to students, so it is a constant battle that interrupts valuable learning time. (Canada, Junior High, 20+ years)
Administration will favour helicopter parents and change teacher’s marks accordingly. (Canada, High school, 20+ years)
The Department coming up with more paperwork all the time and using all of our in-service days to justify their existence to the public. (Canada, Junior High, 10-15 years)
School politics / favouritism/ ineffective leadership (Canada, High School, 10-15 years)
Fortunately, I feel very little stress from classroom size, negative public opinion, and my employers. My greatest struggle is with balancing work and personal life; I always feel that I could be doing something better if only I had more time and energy. (Canada, High School, 5-10 years)
I often stay late at work and still end up taking things home. My family feels that I don’t give them enough time. I feel that I make a difference in children’s lives, but public opinion is very demoralizing. (Canada, Early Elementary, 10-15 years)
I feel as though I cannot possibly give my students AND my family my best. Somebody always gets the short end of the stick. I bring my students home in my head every night. Sometimes I am rocking my own babies to sleep while crying because I’m thinking about my students putting themselves and their siblings to bed alone. (Canada, Early Elementary, 3-5 years)
How can you be an educator and not be stressed??????? (USA, Junior High, 20+ years)
For other, issues around resources and having to create your own materials/spend your own money to teach the curriculum in the way that is expected. (Canada, Early Elementary)
Administrative tasks i.e. paperwork, non-teaching related tasks. (Canada, Administration/Resource, 10-15 years)
Teaching has become very stressful. (Canada, Junior High, 20+ years)
Another stressful factor, which is not on the list, is social promotion. This feeds the stress and frustration I experience when differentiating lessons. (Canada, High School, 5-10 years)
Admins additional paperwork and no prep time. (Canada, Late Elementary, 3-5 years)
Paperwork!!! So much Paperwork!!!! And only being able to mark students on skills rather than efforts. (Canada, Music, 3-5 years)
Cutbacks and the lack of jobs are a major stressor right now. (Canada, Junior High, 5-10 years)
Paperwork – attendance , exam exemptions , documenting parent contact , adaptations; pseudo-parenting- responsibility, independence, career planning, social skills, gender sexuality issues, cyber bullying, mental health. (Canada, High School, 5-10)
Education is subject to an impossible standard: that all students will achieve standardized excellence. Anything short of this goal is failure, despite the reality that not every human being has the same academic capacity. Students should be held to improve relative to their own abilities. This is not how the system is measured, and thus, we can never met the impossible expectations placed on the system. The apparent lack of support from increasing numbers of parents/families amplifies this. (Canada, Late Elementary, 15-20 years)
Teachers are being passed the buck to raise children, educate them, treat mental health, solve behavior problems, manage their exercise and food intake, and most recently prevent them from joining ISIS ( yeah, couldn’t believe that one either). (Canada, Early Elementary, 5-10 years)
We are expected to be a jack of all trades. Teacher demands are increasing, curriculum is changing constantly, lack of funds mean we pour our own into our classroom, and we get little thanks from the parent. Parents seem to lack responsibility for student success…students have more rights and fewer consequences for inappropriate behaviour. (Canada, Early Elementary, 15-20 years)
I don’t feel stressed
There were a few teachers (8%) who picked “I don’t feel stressed” as their number one answer. We need to find these people and figure out how they did it. One of these respondents said:
I really don’t feel stressed – only at particular times of the year when there is time pressure. e.g. Report card writing and parent-teacher. (Canada, Early Elementary, 20+ years)
6. Do you feel you receive enough support from other professionals at your school, such as teaching assistants, school psychologists, administrators, resource and learning centre teachers, SLPs, guidance, others? (156 answers, 16 skips)
No: 101 – 65%
Yes: 55 – 35%
7. If you feel you are lacking in support, where do you need additional support in order to better meet the needs of your students? (98 answers, 74 skips)
(Note: The responses to this questions make it clear that teachers need more – more support from all of the other professionals in the school system. Teachers are frustrated that they can’t meet the wide and varied needs of the children in their classroom and they are looking for help. It is generally acknowledged that there just aren’t enough staff to provide the supports needed.)
The support we require as teachers must come from outside of the school through a recognition that we cannot be all things to all people. Realistic expectations of the role of the teacher, coupled with a stand on our behalf by those at the board and department level. (Canada, Late Elementary, 10-15 years)
More mental health support, more EPAs in schools, more learning centre teachers, resource, school psychologists, guidance….Teachers are doing a fine job teaching [and they could do more] if they could dedicate their days to teaching and not solving the world’s problems. (Canada, Early Elementary, 5-10 years)
Many of those people are so bogged down with paperwork that they have little to no time to actually do the job they’re supposed to be doing, which is working with students. (Canada, High School, 10-15 years)
The other professionals can only provide the amount of help they are assigned. They try to help everyone but there are not enough of them. We need many more TAs, more resource teachers and in most schools there are NO Guidance counsellors, which are desperately needed. (Canada, Early Elementary)
More planning time with other teachers. (Canada, Junior High, 5-10 years)
Someone needs to make administration accountable! Right now they are not proactive at all, the students and parents are running the school and there is no one to tell or no one that steps in to see how principals are doing. (Canada, Junior High, 10-15 years)
The school psychologists are so overworked that they hardly have a second to breathe. The admin are so busy putting out fires and pleasing parents that they have no time to be present in our rooms. (Canada, Early Elementary, 3-5 years)
More – there is not enough of this support so it is spread too thin. (Canada, Early Elementary, 10-15 years)
I believe that more supports need to be in place for students with weak reading, spelling, and comprehension skills. More supports need to be in place to assist a teacher when implementing individualized programs. I feel that the classroom teacher should be instrumental in providing expertise and challenge in the subject area; educational assistants or resource support should ALWAYS be available to students on individualized programs. (Canada, High School, 5-10 years)
Mental health issues. (Canada, Elementary 4-6, 10-15 years)
8. If your school is cancelled due to inclement weather, what do you think should be done? (150 answers, 22 skips)
1. Nothing should be done. Storm days are a normal part of the school experience: 105 – 70%
2. Other*: 30 – 20%
3. Teachers should prepare on-line lessons for students to complete while they are out of school: 5 – 3%
4. Teachers should prepare packages of storm lessons for students to complete at home: 4 – 3%
5. Teachers should report to school regardless of the weather, even when it is cancelled for students: 4 – 3%
6. School should never be cancelled. Parents should be given the choice to send their child to school or keep them home: 2 – 1%
*Some of the other responses are listed below:
This is a levelled question. High school students who are in semesters would benefit from online lessons or support. Elementary students are fine. They need to read more and stay off the computers. Go outside and play in the snow. (Canada, Early Elementary, 10-15 years)
I feel the need to say that I STRONGLY disagree with every listed option except “storm days are a normal part of the school experience”. (Canada, High School, 5-10 years)
I think teachers could make a reasonable effort to get to their work site; however, if the roads are dangerous then their judgment should be respected. (Canada, Early Elementary, 15-20 years)
After the second day, on-line instructions should be made available to students missing school for winter weather. I live in the South….our Snow Days are a local celebration. One play day is okay and then back to studies!!! (USA, Junior High, 20+ years)
My board remains open always. It is sometimes dangerous to travel, and yet the doors are open to students and the expectation is to get to work. (Canada, Music, 10-15 years)
Expecting all kids to work at home is not realistic. Not all homes and parents are equipped to sit down and do “schooling” with their children all day. (Canada, High School, 10-15 years)
The additional days have already been added to the school year in Nova Scotia. Because of the extension of the school year to 195 days, we already have 10 snow days built in, in addition to those that historically occurred. (Canada, Late Elementary, 10-15 years)
Teachers should make a reasonable attempt to get to their school; however, if the roads are too bad they can work from home. I live close to my school (5 mins) so I would love to be able to work in my classroom on storm days if the roads are clear enough to drive and the school is plowed out. (Canada, Early Elementary)
We are in Canada, for crying out loud! We have had snow days since the 1800’s…why are snow days such a big issue this year? (Canada, Junior High)
9. What would you like the general public to know about you as a teacher or teachers in general? (121 answers, 51 skips)
We work hard for your kids every day. The system is not designed to “meet the needs of all kids”, yet you have to trust we are doing our damn best to try and do this as best as we can. (Canada, High School, 10-15 years)
We are personally invested in your child. We care about them and truly want what’s best for them. (USA, Early Elementary, 10-15 years)
That if you think it is such an easy job to be a teacher and that we have it so easy that you should come into a classroom for a day or for an hour for that matter and see just how easy we have it!!! I love my job and love being a teacher and wouldn’t want to do anything else but it is not an easy job. (Canada, Early Elementary, 5-10 years)
Teachers are professionals, trained in pedagogy. Just as other professionals are trained in their area of expertise. (Canada, Late Elementary, 10-15 years)
That I live this job. I never leave it in the building. I am constantly thinking of/ working on how to improve my performance to help my students succeed. (Canada, Early Elementary, 5-10 years)
We care, we work hard, we appreciate support and do our best. (Canada, Junior High, 10-15 years)
In order to initiate change in the system, you must share your thoughts and opinions. You must not, however, assume you understand the system better than those who work within the system. Do not gripe about the school system to your children- allow them to form their own opinions, not simply echo yours. Teachers are not the only educators – parents and guardians are the first and often most influential educators in a child’s life. Lastly, please read to your little ones. They need it. (Canada, High School, 5-10 years)
I am a hard-working teacher who takes time and consideration to prepare lessons and assignments to help your child. Please support me in doing this. (Canada, High School, 10-15 years)
We can care about your child and at the same time stand up for our rights. (Canada, 20+ years)
I work a minimum of seventy-five hours a week. Four snow days a year does not make me lazy. Besides, I work on those days too. (Canada, High School, 10-15 years)
We love the kids, but we can’t be their parents or therapists. (Canada, Early Elementary, 5-10 years)
That most teachers (not all) spend a great deal of their own time and money to help ensure that your children get the best education possible! We really do love our students, as if they were our own! When we talk about our students to other people we refer to them as ‘my kids’. We love what we do and that is why we are teachers, we are not just in this profession for the summer vacation and snow days. That is a great misconception! Your support would go a long way in boosting our morale! (Canada, Junior High, 5-10 years)
I love my students. Beyond measure. And I want my own kids to have teachers who truly love them. (Canada, Early Elementary, 3-5 years)
I am exhausted. Ask any teacher from 20 years ago and they will tell you that the profession has changed drastically. 20 yrs ago there was no inclusion, no 4-year-olds in primary, and no technology and social media. Teachers weren’t competing with iPads and video games. You were allowed to relax and have fun in the classroom. Holiday parties weren’t banned and there was not as much, if any, of this ‘ data collection’ nonsense. Teachers could teach! They weren’t meeting’ed to death! (Canada, Early Elementary, 5-10 years)
Our hours are not 9 to 3. The majority of teachers spend a couple of hours both before and after school preparing lessons, gathering materials, meeting with other staff to discuss student needs, marking, clubs and the list goes on. (Canada, Late Elementary, 10-15 years)
No: 129 – 88%
Yes: 17 – 12%
I am so tired of my heart breaking, it’s to the point that I am almost afraid to tell people I am a teacher. The generalized assumptions about our lives and jobs are so hurtful. And so inaccurate. For example, I have children too. I have to do something with them on PD days as well! So when people take to Facebook blasting us for taking time to collaborate I want to lose my mind. In what other job do employees NOT have time to meet and discuss their work with colleagues? We are often lumped together as a bunch of selfish over-paid, under-working lazy bums who put in time to hang out on ski hills and beaches on our vacations. See us for who we really are, not a negative stereotype. (Canada, High School, 10-15 years)
We need someone to follow us around for a week and report on that. The media doesn’t talk about all of the extra things we do, they just try to create controversy. They focus on strikes and snow days. Rarely do they report on “good news” stories. (Canada, Admin/Resource, 10-15 years)
Teachers fear repercussions for speaking out. Because of this, unless other informed members of society speak out, our voices are not heard.(Canada, Elementary, 10-15 years)
Teachers are often called lazy and accused of having it easy. The media seems to show us through a lens of the public opinion that we work till 3 and have weekends long holidays March Break and summers off. No one seems to realize that we don’t just show up and follow a script. We plan everything we do, correct students work , deal with parents, organize our student things, supervise students , plan field trips, wipe noses do zippers and laces, wipe tears and cuts, help foster independence, friendship and social skills, work evenings and weekends , read professional books to improve teaching , engage in learning activities and professor all development on our own time use our money to buy things to help provide essentials for our lessons attend curriculum nights, concerts, etc. and we only get paid for 195 days. We don’t even get paid holidays like most professionals do. I am just skimming the surface of all teachers do that the media forgets. (Canada, Early Elementary, 10-15 years)
We’re a very modest lot. We do incredible, amazing things EVERY SINGLE DAY. We’re performers, counselors, mediators, models, and teachers. We don’t always flaunt our accomplishments (we often don’t have time and don’t usually feel the need). However, I don’t feel that we are negatively portrayed in the news media (social media is a whole other ballgame, though). (Canada, High School, 5-10 years)
My answer is sometimes. Some teachers are treated like royalty and can do no wrong and are rewarded with wonderful media coverage; however, equally excellent educators are often perceived to be lesser because they are less popular with parents and administrators and these teachers find that almost everything they propose is met with forceful argument and parental resistance (even if it is the same information given to students by the better received staff). These teachers often receive negative press and are seen to be hard to work with and embarrassing to the school system. (USA, Junior High, 20+ years)
Teachers are the scapegoats for all that ails the public education system. The government pushes the idea that if students aren’t performing well on standardized tests, then it must be the teachers’ fault. The general public jumps on the bandwagon with the government. Instead of complaining about trivial matters like teachers getting storm days off it would be more constructive to talk about things like how poorly funded the education system is, how many students do not receive the support they need because there aren’t enough teachers, teaching assistants, guidance counselors, etc. in the system. How about a discussion on how difficult it is for teachers to teach a class in which a quarter of the class shows up high on drugs? Or a discussion on the impact higher poverty rates are having on students’ success in school? Or a discussion on how current discipline practices in schools are simply not working for those students who repeatedly act out and negatively impact upon the learning of others? The media could highlight the real problems with the system, as well as the successes of the system, but it chooses to focus on whatever it thinks will sell newspapers, gets viewers to tune in, etc. Unfortunately those things don’t help anyone at all. (Canada, High School, 10-15 years)
The media makes me feel as though I have it “so good” that I have no right to complain. How about the day I got slapped by a student? Or the day that a student accused me of hitting them? How about the day a parent wandered into my room full of students and proceeded to berate me? Or the time a parent said (within earshot) that I was worth nothing because I was pregnant and not going to be teaching for the year? We get treated like crap, and yet since we have summers off, we’re supposed to suck it up. (Canada, Early Elementary, 3-5 years)
We are SO much more than snow days and summers off! (Canada, Early Elementary, 5-10 years)
Teachers are not portrayed fairly because they are underrepresented. Teachers do not typically represent themselves in the media and our unions and boards do a poor job, since most of those individuals spend little time in today’s classrooms, or speaking with teacher and students. (Canada, Junior High, 5-10 years)
There are bad people in any profession. Teachers are no different. By and large teachers are professionals trying to make a difference for children. The media and “edu-experts” often latch onto incorrect or exaggerated issues to sell their product, and as the old saying goes, “If it bleeds, it leads”. Sensationalism draws viewers, which sells advertising minutes, and simplistic, short news bursts are easier than thoughtful and carefully considered opinions on problems (and positives) in education. (Canada, Late Elementary, 5-10 years)
Teachers are silenced by our collective agreements and our adherence to a professional code of conduct. We are not permitted to speak out or about our employer’s competencies if we wish to continue to teach. (Canada, High School, 5-10 years)
The media slants their stories to rile the general public. Look at all those days those teachers had off because of snow or the average teacher earns X amount and only works 10 months of the year with every weekend off, all holidays and 2 months in the summer. The media is very quick to criticize and blame, but rarely praises or apologizes when proven wrong or unfair. (Canada, Late Elementary, 20+ years)
Tired, and have frankly given up, having to justify my career choice. I still find it difficult to understand why people feel they can tell us how to do our jobs when they have never done our jobs. I am speaking about the public in general, and the self-declared experts who seek out and receive airplay. I must say at the same time that some teachers who are flippantly announcing their storm day plans which involve trips to the mall, etc. are not helping. (Canada, 20+ years)
We are one of the only professions where it is okay, even enjoyed to bash openly. I realize that this is probably the minority, but the others who support us rarely speak out. Media outlets (CBC ,CTV) in particular seem to have a hate on for teachers. Their inability to be creative journalists, means they report on the same things year after year. Snow days are one of these tired news stories. (Canada, Early Elementary, 15-20 years)
The “media” looks for sensationalism therefore what causes the greatest outcry (just or not) is what is followed and encouraged – the needs/best interests of the students are not considered. (Canada, Late Elementary, 20+ years)
I would love for any person who loves to complain about teachers to come spend a day with a teacher so they will have an informed opinion about what we do every day. We don’t just teach reading and writing, we wear many hats throughout the day. (Canada, Late Elementary, 5-10 years)
The Last Word
People will always have an opinion – positive or negative. As professionals, you just need to keep doing your best, every day. (Canada, High School, 10-15 years)
In a recent article in The Atlantic, the author argues that schools should consider getting rid of the D.
“Unfortunately, when students know that Ds will earn a diploma as readily as As will, some game the system. If pride, intellectual curiosity, social pressure, and vigilant parents do not compel them to do otherwise, some students only work to avoid getting Fs. “
The basic facts surrounding this argument are true.
Some students will do the minimum to pass. Some teachers will pass students who do the bare minimum because they know they are not permitted to fail them. And some school boards will crack down on schools that have higher fail rates because they know this will affect their funding in future years.
All of that is true.
But, in my never to be humble opinion, getting rid of Ds will only result in Cs becoming the new Ds. The students who originally worked for Ds will very quickly figure out what they need to do to get the bare minimum and adjust their work accordingly.
Remember, the argument is that these kids are choosing to do the minimum, so getting rid of Ds doesn’t get to the root of the problem: disengaged students who have no personal stake in their own learning. If a student is only working so they don’t fail and does not intrinsically, deep in their own heart and soul, want to learn, then we have already failed as educators.
On the opposite side of the coin, expecting all students to be good at all things and then punishing them when they aren’t, doesn’t do anyone any good.
So what’s the answer?
What if…just a thought…we got rid of traditional “grade levels” all together?
What if, instead, we implemented multi-age classrooms where students went to class with other students of like-abilities and interests? If you are a strong math student, you are in a math class that moves at your pace. If at the same time, you struggle with writing, work at your own pace in a different class with others at your same level. If teachers are not required to differentiate their instruction for multiple ability levels within one room, there will be more time for specific, focused support and instruction and students will progress at a faster rate. Add in more industrial arts, classical arts, and physical education, so students can explore areas outside of the regular 3R’s. Teach the whole child. Help our young people understand that we are all good at some things and we all struggle with others. No shame, no guilt.
When a student graduates (some may be ready at 16, others might need to stay until they’re 20), they come out with an honest “report card” that details their strengths and challenges. By this point, they will already know what they’re good at and what they might want to pursue as a future career. Colleges and employers could read the final report and have a clear picture of the student’s abilities.
I realize this idea would require the powers-that-be to think outside the box (and the next election), so I know that it will most likely be implemented when we are all given our own unicorn to ride to school; however, doing the same thing over and over hasn’t worked yet. And getting rid of the letter D, isn’t going to change that.
Teachers voices often go unheard in discussions about the future of education.
This is your chance to speak up and speak out.
This survey is made up of only 10 questions and can be completed in less than 5 minutes (your time is valuable, I know). All comments are anonymous.
I look forward to hearing from you.
Click here. Then share with your teacher friends. Your opinion matters. Make your voice heard.
Great commentary on Nova Scotia public education in 2014.
Originally posted on frostededucation:
The last few weeks of December are a time of retrospect and reflection for many people. And as busy as the holiday season can become, this is one teacher for whom the annual winter break could not come soon enough. I don’t know if it was the phase of the moon or something in the water, but during the last few school days of December, the kids, at least in my school, were literally bouncing off the walls.
Now, I recognize that this state of student manicness is not something that those outside the building may understand. As well, I am sure that a few “armchair quarterbacks” may have comments about how this behaviour must mean teachers have no control in their classes. I am also sure that some of our resident “education experts” would say that this is another sign that public schools are failing our kids. But teachers…
View original 1,315 more words
(From my students, I mean. Husband dear? You have my list.)
I don’t want a mug that says, “World’s Best Teacher”, or a gift certificate to Starbucks, or even (gasp) a bottle of wine.
I know these things are purchased with the Christmas spirit in mind but, in my humble opinion, they neither necessary nor needed.
Teaching is my job and I get paid for it. I don’t need a gift for doing my job.
That doesn’t mean I don’t want something for Christmas. It’s just that you can’t buy it at the mall.
Here’s what I wish was under my tree this Christmas:
1. From: The general public – Respect. Teaching is one of those jobs that everyone has an opinion on because once upon a time they went to school and they saw how things were done and they know how things could be better. Everyone, from Joey at the grocery store to Bill Gates at Microsoft, thinks they know better than teachers (who have both the education and the experience).
2. From: My administrators – Respect. I know what I’m doing. Help me do it by supporting me, standing by me, and guiding me when I get off track. If I have your support, I can do anything.
3. From: My fellow teachers – Respect. We are all in this together. Let’s share our ideas, our plans. The more we work together, the better things will be for our students. It takes a village to raise a child and we are the villagers.
4. From: Parents – Respect. I want your child to succeed. Sometimes your child may not like me very much and that’s OK. I’m not here to be your child’s best friend. My job is to help them to learn and to leave my classroom better educated than they were when they came in. But I can’t do it alone. I need your support. If your child comes home and says, “My teacher hates me” ask why he thinks that. Call me. E-mail. Talk to me about how we can work together to make things better for your child. Don’t immediately jump into Mama Bear mode and call the school demanding that my head be served on a platter.
5. From: Students – Respect. Listen carefully, please. Cell phones down. Eyes up front. I want you to succeed. The only reason I come to school everyday is because of you. I am always thinking about ways to help you, ways to engage you through interesting and relevant lessons plans. I want what’s best for you. If you got a 65% on your report card, it is not because I hate you. It’s because that is the mark you earned this term. And I promise you, I will do everything I can to help you improve. But I need your cooperation. I can’t do it alone. It’s like the old expression, “You can lead a horse to water but you cannot make him drink.” I can walk you down to the water, but unless you put your head in and drink, you are always going to be thirsty.
6. From: Myself – Respect. This one is the hardest. Most teachers are extremely empathetic creatures. We care deeply about our students. It’s what makes us get up in the morning. But it’s also our downfall. When we read articles that describe teachers as lazy and greedy, it hurts. When parents jump to conclusions and attack us for trying to help their child, it hurts. When a student you’ve been bending over backwards trying to help, turns on you, it hurts. You start to doubt yourself and your choices. And then everyone suffers.
So, for Christmas this year, I want to give all of my fellow teachers (including myself) the gift of respect.
Believe in yourself.
It was a conversation we have had a few times.
We know that ‘technically’ we aren’t exactly old, but professionally we are now the ones with experience on our side. More and more we are finding that younger, less experienced staff are coming to us for advice. We are now expected to mentor, rather than be mentored.
I’ve been thinking a lot about mentors and their importance lately.
My mentor, Mary Murray, died last week. Mary was larger than life and like most people who are larger than life, we all thought she would live forever. She was 78 and she crammed more living into her one lifetime than most people could do in a dozen.
As I read her obituary it occurred to me that she was MY age now when I first met her almost 30 years ago.
I met Mary when I was 18 years old. She hired me to work as a pseudo camp counsellor at an intensive English language immersion program (ELP) for the summer. I had no idea what I was getting myself in for and it seemed, neither did she.
I was, to say the least, not a model employee.
I had no idea what I was doing. I had never even been to camp, much less worked at one. I didn’t understand the 24-hours a day-7 days a week-6 weeks in a row, on-duty all the time culture. I had never lived away from home before and my only other job had been working as a cashier at the mall.
Those first few weeks were miserable.
I missed my family, my friends, my bed, and my dog. I had never shared a room with anyone and suddenly I was in a tiny dorm room with a girl who seemed to know exactly what to do and when to do it.
I remember the first (of many) sing-songs I attended. Singing was like breathing at ELP – it was done regularly and with vigor. I was handed a tambourine and a songbook and told to sing along in front of 300 or so English second language students from around the world.
I looked at that tambourine and I looked at the staff who were singing along like we were at some bizarre version of Woodstock and I thought, “Oh.my.god.This place is frickin’ nuts.”
Why I wasn’t fired in week one is still a mystery to me.
But I wasn’t. And I didn’t quit either. I stuck it out and slowly I started to understand how this strange new world operated. My roommate, Colleen, took me under her wing and helped me to see the fun side of the job.
And Mary stood by me. She advised me, counselled me, and cheered me on. She gently scolded me when I needed it and I needed it often. Not that she really had to scold me. Just catching a raise of her eyebrow was enough to make me want to do better, to be better.
I survived that first summer (barely) and came out of it with my eyes, my mind and my heart opened wider than they had ever been before. (I was also 20 lbs. heavier, but that’s a different story. Turns out I wasn’t “naturally” skinny after all and that cafeteria food was not my friend.)
The next summer I vowed that I wasn’t going back. I moved out west and lived with my parents, but I quickly realized I wanted to go back. I couldn’t have explained why. I just knew I missed it.
After the first month, I called Mary and asked if she thought there were any jobs she thought I could do.
No hesitation. No warnings that things had to be better this time around.
She just said enthusiastically (as she said everything), “Of course! I’d love to have you back!”
She gave me a job in the office where I discovered that I loved managing the paperwork and organizing events. I didn’t know that this would be my strength, but Mary did. She knew that I would be good at it if she gave me the chance. Once again, she helped me, guided me, and nudged me along.
A few years later, after I graduated with my Arts degree, I got married and moved away. I thought I had left that part of my life behind. But life is life and eventually I was back and looking for a job. Once again, Mary said, “Wonderful! I know what you can do” and she offered me a job teaching grammar.
Grammar. Really? But Mary knew me and she trusted that I could do it. And she was right. It was perfect for me. It wasn’t a difficult class to teach (very structured and organized…just the way I like things) and it gave me as chance to see if I actually enjoyed teaching.
And I did. After teaching ESL, I decided to go back to university and get my Education degree. And the rest, as they say, is history.
But Mary was never history for me.
Even though I rarely saw her again after those summers, I never forgot her. Her words and lessons echoed in my ears as I moved throughout my teaching career.
I sent her a Christmas card every year and always tried to include a little note about something I did in my teaching or with my children that year that I could credit back to her.
Mary was a natural mentor. At her funeral and the reception that followed, I met person after person who talked about how Mary had guided them, helped them, mentored them. She never wanted to create Mini-Marys. Instead, she wanted all of us to be the best we could be. She helped us to find our gifts. She saw our strengths and nurtured them until we were ready to fly on our own.
I know I’ll never be a mentor like Mary, but that’s OK. She wouldn’t want me to be. I know she would want me to be the best ME I can be and to help guide and mentor the next generation of teachers and leaders to be the best they can be.
I’ll do my best, Mary.
“Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be.” Eric Parsloe, The Oxford School of Coaching & Mentoring